Bad Management Theories Are Destroying Good Management Practices Essay

Bad Management Theories Are Destroying Good Management Practices - Essay Example The name of the article itself was the starting point which made me feel surprised. The author was brave enough to question the effectiveness of academic theories taught to students and applied in management and other relative business fields. Thus, for example, Ghoshal (2005, p.75) claimed at the beginning of the article: â€Å"Our theories and ideas have done much to strengthen the management practices that we are all now so loudly condemning†. After reading this phrase I have naturally changed the usual way of my thinking and started to follow the ideas of the author. Idea that â€Å"academic research related to the conduct of business and management has had some very significant and negative influences on the practice of management† has left particular impact on me as well as desire for further investigation (Ghoshal, 2005, p.76). An overall style of the author surprised me by its boldness and open minded approach. Ghoshal’s vision of amoral theories propagat ed by business schools, idea of necessity to reconsider corporate governance issue, idea of positive organizational scholarship and some other thoughts made me to think through. 2. Surprises in JA 2 The second journal article that I have chosen for further analysis also was given loud and provocative name – â€Å"'Damned by our own theories: contradictions between theories and management education† (Donaldson 2002, p.96).

Los Angeles sky-rocketing Essay Example for Free

Los Angeles sky-rocketing Essay A1. The existence of poverty is not directly related to the amount of natural resources a country owns or not. Poverty, in today’s world greatly depends on the ability to exploit those natural resources. Countries in South America are blessed with significant amounts of natural resources. Yet, when one travels to these places, it is amazing to see the amount of poverty that still prevails there. The question of the existence of poverty when there are enough natural resources to eradicate them is a natural instinct from the human mind. But it should be remembered that economic welfare and growth and development all depend to a great extent on the human capital available to tap in those resources. It is not possible for a country to remove poverty on the basis of natural resources if there are not enough skilled workers or entrepreneurs willing to take the risk of exploiting these resources. Equally important is government support and willingness to explore these natural resources. It should also be remembered that despite the availability of natural resources some countries cannot get rid of the poverty crisis due to there being not enough initiatives form the government and people within these countries owing to the prevailing economic conditions of these countries. A2. The lowering of interest rates by the U. S. Fed resulted in a lot of dollars floating around in peoples pockets. These had to be invested somewhere: this led to the demand for homes in Los Angeles sky-rocketing. However, this surge in demand saw a surge in home prices by an average of 250%. (How Low will Los Angeles Home Prices Go? ) Buyers cannot keep up pace with the high increases in house prices for so long. The supply of homes in Los Angeles is not at its saturation point. With new constructions in full swing and a lot of mega projects underway, there is avid supply of Los Angeles houses in the next five years or so. The demand for houses grew since the federal interest rates were cut. This led to a double phenomenon of growing demand as well as growing supply. In terms of economics, this leads to high equilibrium prices but the equilibrium quantity depends on the magnitude of the increases in demand and supply. In the case of Los Angeles houses, the demand has grown more than the supply. Therefore, many â€Å"well-price† houses are still selling. However, in the long-run this is a bubble-burst situation. There is a high possibility of the home prices in Los Angeles bursting out of reach of the average buyer. This bubble could continue to grow till there is a shift in Federal interest rates. This could happen by the end of 2008 or at the beginning of 2009. Till then, I would expect house prices to continue growing at a fast pace while supply would be consolidated. Therefore, then I would expect the price bubble to burst by the beginning of 2009, or due to a major change in monetary policy by the Fed. Bibliography How Low will Los Angeles Home Prices Go? City-Data. com. 4 July 2008 http://www. city-data. com/forum/california/137609-how-low-will-california-home-prices-3. html.

Geography Overview of the Maldives

Geography Overview of the Maldives Abstract This paper reviews the Maldives and the political, economic, topographical, and historical geography of the nation and its people. After a brief overview of basic facts, the paper will shift focus to more specific areas. First, a look at the topographical geography of the nation, reviewing formation and size of atolls, as well as climate, flora, and fauna. Historical geography, political geography, and economic geography will be followed by a conclusion of the current state of the Maldives and possible future outcomes of the nation based on political and climate changes. Maldives The Republic of Maldives is a South Asian country comprised of atolls located in the Indian Ocean. It is an isolated archipelago that is one of the smallest and poorest countries in the entire world. The United Nations estimated that the population of Maldives to be approximately 294,000 people (Metz, 1995). The Maldivian capital of Male holds about a quarter of the total population. Officially, Divehi is the language of Maldives. Divehi is spoken similarly to the old Ceylon language. Arabic and Urdu have influenced the language, and Maldivians write in Thaana. Most government officials speak English, but only a small percentage of Maldivians speak anything other than Divehi. Ethnic groups consist of a combination of Sinhalese, Arabic, Dravidian, Australasian, and African assemblages (Metz, 1995). Topographical Geography The Republic of Maldives is the smallest country in Asia. An archipelago located in the Indian Ocean, Maldives consists of nearly 1,200 coral islands assembled in a dual chain of 27 atolls. These atolls sit upon a ridge jutting up from the Indian Ocean in a north-to-south expanse of 596.5 miles (Brown, Turner, Hameed, Bateman, 1997). Many atolls are made of circular coral reefs which support small islands within. Each island spans about a mile, and are less than a mile above sea level. Maldives is the worlds lowest country, with an average ground-level elevation of only 4 feet 11 inches above sea level. The highest point in the Maldives is also the lowest in the world, coming in at 7 feet 10 inches (Metz, 1995). No single island is longer than 5 miles or wider than 18 miles. Each atoll has about five to ten islands that are populated, and twenty to sixty which are unpopulated. Many atolls consist of a main remote island enclosed by a steep coral beach (Metz, 1995). The Maldives archipelago is situated upon the Chagos-Maldives-Laccadive Ridge, which is an immense underwater mountain range. This particular geographical set up forms a unique terrestrial ecoregion, but leaves the nation susceptible to natural disasters due to rising sea levels. For example, the tsunami of 2004 killed more than 100 Maldivians and displaced more than 12,000 (BBC News, 2014). Other environmental issues plague the Maldives, leading to a diminishing supply of freshwater and poor sewage treatment (Brown et al, 1997). Approximately 200 of these atolls are inhabited by local Maldivians, and 87 of the islands have been converted into lavish resorts for travelers and tourists. The lush groves of breadfruit and coconut trees, the sandy beaches and beautiful corals visible through crystal clear waters combined to attract nearly a million and a half tourists to Maldives in 2015 (Naish, 2016). Historical and Political Geography Early Maldivian history is shrouded in mystery. No archeological remains have been found of early settlers. The earliest identified settlers were probably from southern India followed by migrants from Sri Lanka. Arab sailors came from east Africa and other countries, and todays ethnicity reflects a blend of these cultures (Metz, 1995). Many researchers believe the earliest settlers to be of Aryan descent, coming from India and Sri Lanka in the 5th century BC. Maldivians are believed to have practiced Hinduism, then Buddhism until 1153 AD. The sitting king of Maldives was converted to Islam in the 12th century (Metz, 1995). Maldivian history reflects the Islamic concept that before Islam, ignorance reigned, although the Maldivian culture reflects much of the customs and mannerisms from when Buddhism was prominent in the area. Since that initial Islamic conversion, the recording of history in Maldives was much more consistent (MaldiveIsle, 2010). After Islamic conversion, the Maldivian government was considered a monarchy ruled by sovereign sultans, and intermittent Sultanas or queens (MaldiveIsle, 2010). Trade wars with the Portuguese during the 16th century lead to Portuguese seizure of Male in 1558. In 1573, resistance leader Muhmmad Thakurufanu defeated the Portuguese invaders and ruled Maldives until 1752. At this time, Malabari pirates overthrew the Sultan, Ali 6th, and stationed army troops in the capitol. Maldivian leader Muleege Hassan Maniku regained control of the throne (MaldiveIsle, 2010). Political instability led Maldives to enter into a protectorate with the British in 1887, wherein Maldives gained protection from foreign antagonism, in exchange agreeing not to join forces with any other foreign authority (MaldiveIsle, 2010). Although researchers disagree whether or not Maldives was definitely independent of British power, for the most part Maldivians enjoyed independence from foreign rulers. The Maldivian constitution was formed in 1932, with overtones of Islamic Sharia law, and the sultanate becoming an elected position (MaldiveIsle, 2010). However, the public disagreed, physically tearing the Constitution to pieces and dethroning the Sultan in 1934 for overstepping his bounds. A new Constitution was written in 1937. Nine years later, the British agreement was renewed. The Maldives changed from a monarchy to a Republic within the British Commonwealth in 1953, and the position of sultanate was eliminated. Mohammed Amin Didi was the first elected President of Maldives, but his victory was cut short after being overthrown due to food scarcities and his tobacco ban. The Sultanate once again ruled Maldives until 1968, with famine caused by World War Two lingering into the 1950s. Mohammed Fareedh was the last Sultan of the Maldives, having been ousted after the Republic was reinstated and Ibrahim Nasir became President in 1968 (BBC News, 2016). Nasir retired in 1978, and was succeeded by Abd al-Gayoom. Maldives rejoined the Commonwealth in 1982, after the tourist industry led to expanded economic growth (BBC News, 2016). Gayoom was reelected repeatedly until 2008, when opposition leader Mohamed Nasheed became President. Nasheed resigned in 2012 after demonstrations and mutiny by the police force, and Vice-President Mohamed Waheed rose to the Presidency. Political unrest in Maldives continued after the 2013 election of Gayooms half-brother, Abdulla Yameen. However, opposition leader and former President Nasheed was arrested on terrorism charges in 2015, prompting speculation from international governments about political unrest in Maldives (BBC News, 2016). Nasheed was sentenced to 13 years for his terrorism case, but was granted leave in January 2016 to travel to Britain for back surgery. In April, the Maldivian government ordered Nasheed to return; however, Nasheed was granted refugee status in Britain, where he remains to this day (BBC News, 2016). Abdulla Yameen remains the Maldivian President, and in October 2016 the Maldives announced its departure from the Commonwealth (BBC News, 2016). Current political atmospheres in Maldives appear to be relatively stable. The political structure remains a Republic with an executive President and a Legislature known as Peoples Majlis. Both positions are selected during elections that take place every five years. Like the United States, Presidents are limited to two terms in office (BBC News, 2016). Economic Geography Once known as The Money Isles, Maldives was the main producer of cowry shells. These Maldivian cowries were used in monetary transactions over most of Asia and much of East Africa, and the cowry is used as the symbol of the Maldives Monetary Authority. Historically, shipping and fishing have been the fixed industries of the nation, not surprising since the Maldives territory is comprised of islands (MaldiveIsle, 2010). Poor soil quality and scarce cultivatable land limit the practice of agriculture. Native fruits and vegetables are used mainly to feed natives, and most other living essentials are imported. Crafting and boatbuilding fuel business workings, and more modern manufacturing and assembly is limited to a fish cannery, a few garment factories, and assorted consumer products. Many Maldivians work in the fishing industry, which employs almost half of the labor force (Brown et al, 1997). With fishing being the main source of employment for Maldivians, a variety of fish is caught and exported for profit. The main types of fish caught and sold are skipjack tuna, yellowfin tuna, little tuna, and frigate mackerel. Once done by hand with a line and pole, modern fishing vessels have enabled Maldivian fishermen to nearly triple their catch, while refrigeration has allowed for longer storage times which enable fishermen to travel farther out to sea for their catch (MaldiveIsle, 2010). Although there appears to be a shortfall of resources in the Maldives, tourism has grown impressively over the last twenty years. The beauty and tranquility of the water, as well as the native flora and fauna attracts nearly 1.2 million tourists per year. Because of this uptick in tourism, skilled laborers such as construction workers, tile workers, and other craftsmen are experiencing an increase in work (Naish, 2016). Overall, Maldives is a beautiful, lively nation with a vibrant history and interesting culture. From early Dravinian culture to modern-day Islam, Maldives has remained steadfast in its resolve to preserve the atolls that nearly a quarter million people call home. However, despite local government efforts, the increasing damaging effects of climate change and global warming threaten to eliminate this isolated gem from the world map entirely. Only time will tell if efforts to reduce climate change impact can save this wonderful nation. References Brown, K., Turner, R., Hameed, H., Bateman, I. (1997). Environmental carrying capacity and tourism development in the Maldives and Nepal. Environmental Conservation, 24(4), 316-325. Retrieved from https://www.cambridge.org/core/journals/environmental-conservation/article/div-classtitleenvironmental-carrying-capacity-and-tourism-development-in-the-maldives-and-nepaldiv/DC50C550C6E6403C034B77F3292FAB9F History of Maldives. (2010). In Maldive Isle. Retrieved from http://www.maldiveisle.com/history.htm Maldives Profile- Timeline. (2016). In BBC News. Retrieved from http://www.bbc.com/news/world-south-asia-12653969 Metz, H. C. Library Of Congress. Federal Research Division. (1995) Indian Ocean: five island countries. [Washington, D.C.: Federal Research Division, Library of Congress: For sale by the Supt. of Docs., U.S. G.P.O] [Online Text] Retrieved from the Library of Congress, https://www.loc.gov/item/95016570/. Naish, A. (2016). Tourist arrivals reach 1.2m in 2015. In Maldives Independent. Retrieved from http://maldivesindependent.com/business/tourist-arrivals-reach-1-2m-in-2015-121424

Everyday Use Essay example -- essays research papers

In the short story Everyday Use, by Alice Walker, the short story is narrated by a black woman in the South who is faced with the decision to give away two quilts to one of her two daughters. Dee, her oldest daughter who is visiting from college, perceives the quilts as popular fashion and believes they should undoubtedly be given to her. Maggie, her youngest daughter, who still lives at home and understands the family heritage, has been promised the quilts. Dee is insistent to possess these heirlooms of family heritage, while Maggie is forbearing in allowing Mama to make her own decision as to who should receive the quilts. Dee shows a lack of appreciation, disrespect, and a distancing behavior towards her mother and sister. Mama ultimately decides to give the quilts to Maggie with sufficient reasons to do so. Mama recognizes Dee's different style of life and the lack of appreciation her character displays. Her mother states, "I didn't want to bring up how I had offered Dee a quilt when she went away to college. Then she had told me they were old-fashioned, out of style." Dee does not appreciate things unless it is for her own self-gratification. After being away at college, she is demanding to be given the quilts that her grandmother and aunt have made, for she now sees these precious items as fashionable objects. "Dee wanted nice things. At sixteen she had a style of her own and knew what style was." She has a selfish mind of her own. Mama is more ...

People Management and Organisation Development

Executive Summary The introduction of changes in a business is usually related to resistance at lower or higher level. Such risk can be reduced if appropriate measures are taken in advance. In this study, reference is made to an organisation’s effort to implement a change plan in order to secure the benefits of Organisational Development. The above effort of the organisation has led to certain benefits. Still, improvements would be made to the plan so that a long term growth is achieved. It should be noted that the business operate in the fast food industry, a sector which is quite competitive. In UK, where the business is based, the strong competition of the industry has been combined with the market pressures. This means that in order to secure their organisational development the businesses of the industry, including the business under review, should focus on all aspects of organisational change. 1.0 Introduction The appearance of failures in the completion of daily organisational tasks usually indicates the need for reviewing the organisational sectors involved. If such initiative is not taken immediately then the deterioration of organisational performance is not avoided. For ensuring that such phenomena are avoided in their environment businesses can act in advance by developing a flexible strategy, i.e. a strategy that allows to managers an early intervention to organisational problems (Pasmore et al., 2013). In this way, chances for severe losses are limited while the exposure of the organisation to further risks is reduced. Organisational development is a framework that helps managers to face problems by implementing appropriate plans of change. In the literature, organisational development has been described as ‘the process of planned change and improvement of organisations through the application of knowledge of the behavioural sciences’ (Griffin and Moorhead, 2009: 504). The practical implications of organisational development are explored in this paper. Reference is made to a business of the UK fast-food industry. The specific business operates in UK for more than 10 years and it is part of a global chain of fast-food restaurants. Due to severe problems in the organisation’s daily operations the implementation of a plan for change was considered as the only solution. The key aim of this effort was to achieve organisational development within the shortest possible period and within an economy budget. Following this practice would allow the business to keep its performance standardized while organisational development would be in progress. The target set was only partially achieved. Losses were minimized but the cost of the strategy was proved much higher than initially estimated. Being an employee of the business during this period I am able to describe the various phases of organisational development, as occurred in the particular business. A series of factors have negatively affected the progress of the strategy. Still, the benefits gained through the implementation of change cannot be ignored. Drawbacks would need a bit longer, than expected, in order to disappear. 2.0 Organisational development in practice – a case study 2.1 Overview of the UK fast food sector The UK fast food sector is a quite powerful one. In fact, the specific sector is characterized by strong competition and the increased control of multinational brands, such as McDonalds and KFC (Ibis World, 2014). Despite the signs of decreased performance in the near past, the particular sector shows signs of long term growth. So far, the businesses of this sector achieve a growth of 2.5% annually (Ibis World 2014, par.2). Local brands seem to have improved their position while new entrants have become common phenomenon. For the future, the perspectives of the sector have been highlighted as significant. Still, concerns have appeared in regard to critical issues that have been related to industry’s products; reference can be made, as an example, to the concerns developed by governmental and non-governmental organisations in UK for the potential threat of the sector’s products for children’s health (Hardwick, 2014). 2.2 Assessment of the strategy implemented In order to evaluate the appropriateness of the strategy of change implemented in the organisation of the case study it is necessary to present primary this strategy’s parts. Then, an assessment can be produced in regard to this strategy taking into consideration the existing literature but also the benefits and drawbacks of the strategy, as appeared almost immediately after the strategy’s implementation.2.2.1 Key elements of the strategyThe strategy implemented in the business under examination had two parts: a) the first part referred to the introduction of changes in the tasks allocated to the staff; changes were introduced in relation to the duties of all employees, including for the restaurant’s supervisor; b) the second part of the strategy included a training program. All employees in the businesses had to participate in a training program of six weeks. The participation in the program was mandatory for employees. In order to avoid resistance the owner of the business has announced that during the program employees would be paid normally, as being in work. In the context of the program each employee had to spend one hour daily in classroom-based lectures. Also, employees were provided with support material, such as notes and lists with resources for further study. Each Friday employees had to pass a test on the week’s material. The results of the test were checked by a HR consultant. Each second Friday, the consultant had a meeting with employees for discussing their progress. At the end of the program employees passed an evaluation test the results of which were announced to the business owner. These results were combined with the employees’ overall performance, as reported daily in the workplace. Emphasis was given to the potential of employees to respond to their new duties and to achieve self-improvement.2.2.2 Critical assessment of the strategy’s appropriatenessAccording to the literature, organisational dev elopment is a complex framework. Indeed, in practice it has been proved that the above framework can refer either to the structural characteristics of a business or to the communication channels used by employees for responding to the needs of their role (Cummings and Worley, 2014). The major advantage of OD it its potential to be related ‘either to organisational structure or to organisational processes’ (Cummings and Worley, 2014: 3). Brandford and Burke (2005) also agree that OD is quite wide incorporating practices of different elements depending on the skills/ experiences of the managers involved or on the resources available for the implantation of the relevant strategy. On other hand, Yaeger and Sorensen (2009) have supported that organisational development cannot be achieved just by introducing change. Rather, it is necessary to review organisational strategy carefully and to proceed to radical improvements (Yaeger and Sorensen, 2009). In other words, OD should be based on short-term benefits but rather on the long term organisational growth. A similar approach is used by Anderson (2013). The above researcher explains that OD is not just a series of changes on existing business activities. It is rather a framework for transforming organisational practices. Such benefit can be secured only if organisational culture is also reviewed and updated (Anderson, 2013). The value of OD for the improvement of organisational performance is also highlighted in the study of Rothwell et al. (2009). In the above study particular reference is made to the leader’s role in the successful implementation of OD plans. This view is justified by referring to the following fact: in case of strong oppositions towards an OD plan the leader is the person that has to assess the crisis appropriately and to take emergent decisions. If the leader fails to respond effectively in any phase of the plan then the chances for the success of the plan are significantly re duced (Rothwell et al., 2009). The potential practices of managers for developing effective strategies are presented in the graph in Figure 1 (Appendices). According to the above, the strategy of change implemented in the business reviewed in this paper cannot be characterized as fully effective. At a first level, the restaurant’s manager has accepted that he had not experience on such plans. Then, when employees started to have concerns on their replacement during their absence for the seminars no clear answer was given to them. No particular program has been developed for arranging the changing of swifts during the training program. Rather, swift arrangements were made daily, in the beginning of the swift and with reference to the other day. In this way, if an employee would not be able to replace a colleague as a result of an unexpected event, then the staff’s left in the restaurant would not be adequate for covering the tasks required. On the other fact, all employ ees have welcomed the re-distribution of tasks and the arrangement of meetings with the HR consultant. Due to these practices the restaurant’s efforts to promote change have faced minimum resistance from employees. 2.3 Evaluation of how the cooperation of stakeholders has been ensured In the change plan implemented in the business under examination the cooperation of stakeholders has been attempted by using two motives: one monetary and the other non-monetary. Indeed, at a primary level efforts have been made so employees do not feel as suffering losses due to their participation in the OD plan of the organisation. In fact, employees are compensated normally without their participation in the training program to reduce their daily income. Moreover, a non-monetary motive has been used by the employer in order to ensure that employees would not feel as threatened by the change efforts: employees have the chance to discuss with the HR consultant in regard to the changes in their duties but also in regard to their needs and weaknesses as of the tasks assigned to them daily. In this way, the change plan becomes for employees a chance for self-development and not a cause for potential losses. The effectiveness of this approach could be decided by referring to the respon ses of employees to the plan of change but also to their views as of the particular organisational initiative. After the end of the training program a survey was conducted within the business. Employees had to state their view on the OD plan so far and to make suggestions for potential improvements of the plan. The findings of the survey seem to be quite satisfactory: about 73% of employees are convinced for the plan’s necessity while 68% of employees agree that the chosen approaches for promoting change have been appropriate. However, there is also a percentage 32% of employees that would prefer to wait for a particular period of time before developing an opinion for the plan’s effectiveness. The literature developed in this field offers the chance to understand the role of stakeholders in the organisational development but also the need to secure their participation in any organisational change plan. For Grieves (2010) stakeholders would be willing to support the OD of a business only in the following case: that they would be given the chance to share their knowledge/ resources with the organisation. For example, customers would be supportive to an organisation’s effort to improve its services by giving to customers the potential for a feedback (Grieves, 2010). The provision of free Internet within a restaurant so that customers can check the daily menu and state their view on their food on real-time would be another scheme for increasing the customers’ interest towards the business involved. From another point of view, Schabracq (2009) explained that the efforts for securing the stakeholders’ support in a plan of change should be based on criteria of hierarchy: emphasis should be given primarily to the members of the organisation as ‘those who are interested mostly for the organisation’s success’ (Schabracq, 2009: 23). However, Roberts notes that when being in front of a plan of change the employees of a business are likely to react primarily with ‘cynicism and skepticism’ (2014: 58). If checked using the literature mentioned above, the approach of the manager to secure the support of stakeholders can be characterized as successful. However, this view would refer only to a particular category of stakeholders: employees. For other categories, including customers and community valid view could be formulated after a period of time, such as 6 months, and after checking the business performance in practice. For example, if 6 months after the number of customers’ complaints would continue to increase then the alteration of the OD plan of the business would be unavoidable. In other words, the business has emphasized just on its close stakeholders, probably believing that in this way direct benefits could be achieved. For the stakeholders of the business that are outside of the internal organisational environment (Figure 2) the relevant measures would take long to show their benefits, a view that can be considered as partially justified. 3.0 Conclusion The implementation of a change plan in the business under review has been considered as the only way to achieve organisational development (OD). However, the change plan introduced has not been carefully designed. The fact that emphasis has been given to employees can be considered as justified since employees are those directly affected by the organisational performance and those that can mostly prevent the success of such plan (Oswick, 2013). However, the failure of the business to address the needs of other stakeholders can be considered as a major issue (Idris et al., 2014). In addition, signs of improvement of the daily performance of business have appeared but this benefit has been achieved employing higher investment than estimated (Barnard and Stoll, 2010). Of course, the efforts of a business to promote change should not be too dynamic. In this case the chance for the negative responses of the stakeholders is high (Hashim, 2014). In regard to this issue it has been noted tha t the opposition of stakeholders to a change plan is likely to become ‘stronger as the time passes’ (Roberts 2014; 58). For eliminating such risk the managers of GM have preferred to follow Lewin’s plan of change (Figure 3), which highlights the value of slow steps in the implementation of change in each organisation. The manager in the business under examination seemed to have preferred a similar approach. Despite this fact, the alteration of the strategy implemented as certain of its parts would result to the increase of the strategy’s effectiveness. 4.0 Recommendations The strategy of change implemented in the business under review should be improved at the following points: a) customers should be given the chance to evaluate the business performance and to make their recommendations in regard to the progress of change, as applied in the business; for example, a customer-feedback leaflet should be available in the restaurant; b) the website of the restaurant should be appropriately customized so that the following option is available to customers: customers should be given the potential to vote online for the restaurant’s menu, making their choices as their preferences. The results would be evaluated by the firm’s manager on a weekly basis so that drawbacks of the menu are addressed. In other words, customers should be given a more active role in the improvement of organisation’s performance. The specific approach however would require the transformation of the business culture which is more aligned with the interests of its cl osest stakeholders, i.e. its members, a practice that it is not always considered as negative (Schabracq, 2009); c) also, a supervision scheme should be developed for ensuring that the phases of the strategy of change are sufficiently monitored as in all of their elements. This measure would be aligned with the suggestions made by Griffith-Cooper and King (2007) in regard to the importance of control in the organisational change (Figure 4). 5.0 Bibliography Anderson, D., 2013. Organisation Development: The Process of Leading Organisational Change. London: SAGE. Asghar, Z., 2011. New Approach to Strategic Planning: the Impact of Leadership and Culture on Plan Implantation via the three Cs: Cooperation, Collaboration and Coordination. ASBBS Annual Conference: Las Vegas, February 2011, pp.1121-1132. Available at . [Accessed 12 November 2014]. Barnard, M. and Stoll, N., 2010. Organisational Change Management: A rapid literature review. Short Policy Report No 10/01. Bristol Institute of Public Affairs, pp.1-11. Available at . [Accessed 12 November 2014]. Boatright, J.2006. What’s Wrong—and What’s Right— with Stakeholder Management. Journal of Private Enterprise, 21(2), pp.106-131. Boonstra, J., 2008. Dynamics of Organisational Change and Learning. Hoboken: John Wiley & Sons. Bradford, D. and Burke, W., 2005. Reinventing Organisation Development: New Approaches to Change in Organisations. Hoboken: John Wiley & Sons. Conrad, C. and Poole, M., 2012. Strategic Organisational Communication: In a Global Economy. Hoboken: John Wiley & Sons. Cummings, T. and Worley, C., 2014. Organisation Development and Change. Belmont: Cengage Learning. Fairholm, M., 2009. Leadership and Organisational Strategy. The Innovation Journal: The Public Sector Innovation Journal, 14(1), pp.1-16. Freedman, A., 2011. Using Action Learning for Organisation Development and Change. OD Practitioner, 43(2), pp.7-13. Griffin, R. and Moorhead, G., 2009. Organisational Behavior: Managing People and Organisations. 9th ed. Belmont: Cengage Learning. Hashim, M., 2014. Organisational change: case study of GM (General Motors). Journal of Business Administration and Management Sciences Research, 3(1), pp.1-5. Hendrickson, S. and Gray, E., 2012. Legitimizing Resistance to Organisational Change: A Social Work Social Justice Perspective. International Journal of Humanities and Social Science, 2(5), pp.50-59. Griffith-Cooper, B. and King, K., 2007. The partnership between project management and organisational change: integrating change management with change leadership. Performance Improvement, 46(1), pp.14-20. Idris, K., Adekalu, S. and Genty, K., 2014. Organisation Development and Strategic Intervention for Enterprise Sustainability: Empirical Evidence from Nigeria. British Journal of Arts and Social Sciences, 16(11), pp.156-171. Kaplan, R. and Norton, D., 2001. Building a Strategy – Focused Organisation. Ivey Business Journal, May/June 2001. Available at [Accessed 12 November 2014]. Kotter, J. and Schlesinger, L., 2008. Choosing Strategies for Change. Harvard Business Review, July/ August 2008, pp.1-10. Lunenburg, F., 2010. Organisational Development: Implementing Planned Change. International Journal of Management, Business and Administration, 13(1), pp.1-9. Oswick, C., 2013. Reflections: OD or Not OD that is the Question! A Constructivist’s Thoughts on the Changing Nature of Change. Journal of Change Management, 13(4), pp.371-381. Maimunah, I., 2009. Corporate Social Responsibility and its role in community development: An international perspective. The Journal of International Social Research, 2(9), pp.200-209. Nordin, E., 2014. Communicating Organisational Change: Strategies for Communicating Change. The Clute Institute. International Academic Conference, San Antonio, Texas, USA, pp.135-145. Available at . [Accessed 12 November 2014]. Pasmore, W., Woodman, R., Noumair, D. and Shani, A., 2013. Research in Organisational Change and Development. Bingley: Emerald Group Publishing. Roberts, G., 2014. Servant Leader Human Resource Management: A Moral and Spiritual Perspective. New York: Palgrave Macmillan. Rothwell, W., Stavros, J., Sullivan, R. and Sullivan, A., 2009. Practicing Organisation Development: A Guide for Leading Change. 3rd ed. Hoboken: John Wiley & Sons. Samson, D. and Bevington, T., 2012. Implementing Strategic Change: Managing Processes and Interfaces to Develop a Highly Productive Organisation. London: Kogan Publishers. Schabracq, M., 2009. Changing Organisational Culture: The Change Agent’s Guidebook. Hoboken: John Wiley and Sons. Wu, M., 2012. Managing Stakeholders: An Integrative Perspective on the Source of Competitive Advantage. Asian Social Science, 8(10), pp.160-172. Yaeger, T. and Sorensen, P., 2009. Strategic Organisation Development: Managing Change for Success. Charlotte: IAP Publishing. Yilmaz, B. and Gunel, O., 2009. The Importance of Strategic Stakeholder Management in Tourism Sector: Research on Probable Applications. TOURISMOS: AN INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF TOURISM, 4(1), pp.97-108.

dred scott decision essays

dred scott decision essays The Dred Scott decision of 1865 had many implications on the status of free blacks in the United States, along with the concept of popular sovereignty, and the future of slavery in America. Dred Scott was a slave who moved in with his master to the free state of Illinois. He claimed that residence in a free state made him a free man, and he fought for his freedom all the way to the Supreme Court (1865). Chief Justice Taney ruled that since blacks could not be citizens, they had no right to sue in a federal court. The court also went further and said the Missouri Compromise was unconstitutional. This decision greatly affected the status of free blacks in the United States. They were not allowed any additional rights due to the fact that they were not citizens. Therefore, they could not advance in society socially, and otherwise. Because of this, they could not vote and freely voice their opinions as the Constitution did not apply to them. The Dred Scott decision also had many implications on the concept of popular sovereignty. It was questioned that if Congress could not exclude slaves from a territory, how could a mere territorial legislature do so? Until statehood was granted, slavery seemed as unprofaned as freedom of religion or speech or any other civil liberty guaranteed by the Constitution. Where formerly freedmen (as guaranteed in the Bill of Rights) was a national institution and slavery a local one, now according to the Court, slavery was nationwide, as was excluded only where states specifically abolished it. This meant that popular sovereignty had virtually no jurisdiction in the aspect of slavery in a territory, because slavery was only abolished if a state specifically said so. The future of slavery was also impacted upon by the Dred Scott decision. It convinced thousands that the South was engaged in an aggressive attempt to extend the peculiar institution so far that it could no longer be c...

More Than, As Often As...These Are Comparative Adverbs

More Than, As Often As...These Are Comparative Adverbs Comparative adverbs express relative superiority or inferiority. Superiority, the idea that something is more or (greater) than something else, is expressed with plus in French. Inferiority, meaning that something is less than something else, is stated with moins. You can also express equality with comparatives, to state that something is as (great) as something else; in French, there are two possible equivalents to this: aussi and autant. French Comparatives 1. In French comparatives, you use stressed pronouns after que, rather than subject pronouns. For example, Il est plus grand que moi Hes taller than me.2. Comparative adverbs are most commonly used with adjectives, but you can also use them with adverbs, verbs, and nouns. These comparisons have slightly different constructions for each part of speech. Click in the summary table below for detailed lessons. Construction of  French Comparative Adverbs Comparisons with... Required word order Adjectives plus/moins/aussi + adjective + que + noun/pronoun plus/moins/aussi + adjective + que + adjective plus/moins/aussi + adjective + que + temporal adverb Adverbs plus/moins/aussi + adverb + que + noun/pronoun plus/moins/aussi + adverb + que + adverb plus/moins/aussi + adverb + que + temporal adverb Nouns plus/moins/autant de + noun + que + noun/pronoun plus/moins/autant de + noun + que + de + noun plus/moins/autant de + noun + que + temporal adverb Verbs verb + plus/moins/autant que + noun/pronoun verb + plus/moins/autant que + pronoun (+ ne) + verb verb + plus/moins/autant que + temporal adverb    When comparing with adjectives, use plus (adjective) que for superiority, moins (adjective) que for inferiority, and aussi (adjective) que for equality.Adjective: vert (green)  Ã‚  Ã‚  plus vert (greener)  Ã‚  Ã‚  moins vert (less green)  Ã‚  Ã‚  aussi vert (as green)Like all adjectives, the adjectives used in comparatives have to agree with the nouns that they modify, and therefore have different forms for masculine, feminine, singular, and plural. The comparative itself, however, is invariable:Masculine singular  Ã‚  Ã‚  plus vert (greener)  Ã‚  Ã‚  moins vert (less green)  Ã‚  Ã‚  aussi vert (as green)Feminine singular  Ã‚  Ã‚  plus verte (greener)  Ã‚  Ã‚  moins verte (less green)  Ã‚  Ã‚  aussi verte (as green)Masculine plural  Ã‚  Ã‚  plus verts (greener)  Ã‚  Ã‚  moins verts (less green)  Ã‚  Ã‚  aussi verts (as green)Feminine plural  Ã‚  Ã‚  plus vertes (greener)  Ã‚  Ã‚  moins vertes (less green)  Ã‚  Ã‚  aussi vertes (as green)Note: The above i s true for all adjectives except bon and mauvais, which have special comparative forms for superiority. Types of Comparisons with Adjectives 1. Compare two nouns with one adjective.  Ã‚  Ã‚  David est plus fier que Jeanne.  Ã‚  Ã‚  David is prouder than Jeanne.  Ã‚  Ã‚  Jeanne est moins fià ¨re que David.  Ã‚  Ã‚  Jeanne is less proud than David.2. Compare one noun with two adjectives.  Ã‚  Ã‚  Jean est aussi riche que travailleur.  Ã‚  Ã‚  Jean is as rich as (he is) hard-working.  Ã‚  Ã‚  Jeanne est plus sympa quintelligente.  Ã‚  Ã‚  Jeanne is nicer than (she is) smart.3. Compare an adjective over time.  Ã‚  Ã‚  Jean est moins stricte quavant.  Ã‚  Ã‚  Jean is less strict than before.  Ã‚  Ã‚  Jeanne est aussi belle que toujours.  Ã‚  Ã‚  Jeanne is as beautiful as ever. Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚   Jean est plus grand.  Ã‚  Ã‚  Jean is taller.  Ã‚  Ã‚  Jeanne est moins fià ¨re.  Ã‚  Ã‚  Jeanne is less proud. When comparing with adverbs, use plus (adverb) que for superiority, moins (adverb) que for inferiority, and aussi (adverb) que for equality.Adverb: prudemment (carefully)  Ã‚  Ã‚  plus prudemment (more carefully)  Ã‚  Ã‚  moins prudemment (less carefully)  Ã‚  Ã‚  aussi prudemment (as carefully)Note: The adverb bien has a special comparative form when expressing superiority. Types of Comparisons with Adverbs 1. Compare two nouns with one adverb.  Ã‚  Ã‚  Jean lit plus lentement que Luc.     Jean reads more slowly than Luc.   Ã‚  Ã‚  Jeanne à ©crit moins souvent que Luc.  Ã‚  Ã‚  Jeanne writes less often than Luc.2. Compare one noun with two adverbs.  Ã‚  Ã‚  Jean travaille aussi vite que gentiment.  Ã‚  Ã‚  Jean works as quickly as (he does) helpfully.  Ã‚  Ã‚  Jeanne à ©crit plus soigneusement quefficacement.  Ã‚  Ã‚  Jeanne writes more carefully than (she does) efficiently.3. Compare an adverb over time.  Ã‚  Ã‚  Jean mange plus poliment quavant.  Ã‚  Ã‚  Jean eats more politely than before.  Ã‚  Ã‚  Jeanne parle aussi fort que toujours.  Ã‚  Ã‚  Jeanne speaks as loudly as ever.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean lit plus lentement.  Ã‚  Ã‚  Jean reads more slowly.  Ã‚  Ã‚  Jeanne à ©crit moins souvent.  Ã‚  Ã‚  Jeanne writes less often. When comparing with nouns, use plus de (noun) que for superiority, moins de (noun) que for inferiority, and autant de (noun) que for equality.Noun: livre (book)  Ã‚  Ã‚  plus de livres (more books)  Ã‚  Ã‚  moins de livres (fewer books)  Ã‚  Ã‚  autant de livres (as many books) Types of Comparisons with Nouns 1. Compare the amount of a noun between two subjects.      Jean veut autant damis que Luc.  Ã‚  Ã‚  Jean wants as many friends as Luc (has).  Ã‚  Ã‚  La France a plus de vin que lAllemagne.  Ã‚  Ã‚  France has more wine than Germany.2. Compare two nouns (note that the second noun must also be preceded by de).  Ã‚  Ã‚  Jean a plus dintelligence que de bon sens.  Ã‚  Ã‚  Jean has more brains than sense.  Ã‚  Ã‚  Jeanne a autant damis que dennemis.  Ã‚  Ã‚  Jeanne has as many friends as enemies.3. Compare a noun over time.  Ã‚  Ã‚  Jean connaà ®t moins de gens quavant.  Ã‚  Ã‚  Jean knows fewer people than (he did) before.  Ã‚  Ã‚  Jeanne a autant didà ©es que toujours.  Ã‚  Ã‚  Jeanne has as many ideas as ever.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean veut autant damis.  Ã‚  Ã‚  Jean wants as many friends.  Ã‚  Ã‚  La France a plus de vin.  Ã‚  Ã‚  France has more wine. When comparing verbs, use (verb) plus que for superiority, (verb) moins que for inferiority, and (verb) autant que for equality.Verb: voyager (to travel)  Ã‚  Ã‚  voyager plus (to travel more)  Ã‚  Ã‚  voyager moins (to travel less)  Ã‚  Ã‚  voyager autant (to travel as much) Types of Comparisons with Verbs 1. Compare a verb between two subjects.  Ã‚  Ã‚  Jean travaille plus que Luc.  Ã‚  Ã‚  Jean works more than Luc (does).  Ã‚  Ã‚  Jeanne a à ©tudià © autant que Luc.  Ã‚  Ã‚  Jeanne studied as much as Luc (did).2. Compare two verbs.*  Ã‚  Ã‚  Jean rit autant quil pleure.  Ã‚  Ã‚  Jean laughs as much as he cries.  Ã‚  Ã‚  Jeanne travaille plus quelle ne joue.  Ã‚  Ã‚  Jeanne works more than she plays.*When comparing two verbs, you need:  Ã‚  a) a pronoun referring back to the subject in front of the second verb  Ã‚  b) after plus and moins, the ne explà ©tif before the second verb3. Compare a verb over time.  Ã‚  Ã‚  Jean lit moins quavant.  Ã‚  Ã‚  Jean reads less than (he did) before.  Ã‚  Ã‚  Jeanne à ©tudie autant que toujours.  Ã‚  Ã‚  Jeanne studies as much as always.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean travaille plus.  Ã‚  Ã‚  Jean works more.  Ã‚  Ã‚  Jeanne a à ©tudià © autan t.  Ã‚  Ã‚  Jeanne a à ©tudià © autant. Additional Resources French comparatives and superlativesIntroduction to comparativesComparatives with adjectivesComparatives with adverbsComparatives with nounsComparatives with verb

Free Essays on Fall Of The Soviet Union

â€Å"If Vladimir Ilich Lenin was the father of the soviet state, Mikhail Sergeevich Gorbachev was its gravedigger† (McCauley 344). Between 1964 and 1985 many economic reforms were attempted in the Soviet Union. These attempts were efforts to improve a system that was failing to produce adequate economic results. Moreover, they failed to address the fundamental roots of the problem. The Soviet Union was a superpower in terms of its military capabilities but the criteria for a world superpower was moving away from defense capabilities towards economic power. When Mikhail Gorbachev took power in 1985 he instituted his plans of perestroika and glasnost. Gorbachev knew in order for the Soviet Union to survive it needed to abandon the strict socialist policies and attempt to integrate with the rest of the world. He envisioned a system, which was more open and thus allowed more personal freedom. The new personal freedom would spark new incentives and new ideas. Furthermore, perestroika and glasnost would attempt to restructure socialism to a new socialism capable of existing in the world economy. However, the two prog rams failed for perhaps two reasons. For one, Gorbachev’s glasnost policy led to an emergence of voices rejecting his plan. By instituting his policy of glasnost Gorbachev would free up many years of pent up political and personal emotions. The newfound voice of the people allowed them to stand up and criticize Gorbachev policies. Moreover, his reform revealed the problems and flaws with the Soviet system. Secondly, with regards to perestroika, Gorbachev failed to see the consequence of trying to mesh his new socialism with the rest of the world. According to the fundamentals of Socialism described by Marx, socialism was to oppose and challenge capitalism, not coexist with it. Therefore, the collapse of the Soviet Union can be attributed to glasnost and the economic inefficiencies that went along with Gorbachev’s attempt to ... Free Essays on Fall Of The Soviet Union Free Essays on Fall Of The Soviet Union â€Å"If Vladimir Ilich Lenin was the father of the soviet state, Mikhail Sergeevich Gorbachev was its gravedigger† (McCauley 344). Between 1964 and 1985 many economic reforms were attempted in the Soviet Union. These attempts were efforts to improve a system that was failing to produce adequate economic results. Moreover, they failed to address the fundamental roots of the problem. The Soviet Union was a superpower in terms of its military capabilities but the criteria for a world superpower was moving away from defense capabilities towards economic power. When Mikhail Gorbachev took power in 1985 he instituted his plans of perestroika and glasnost. Gorbachev knew in order for the Soviet Union to survive it needed to abandon the strict socialist policies and attempt to integrate with the rest of the world. He envisioned a system, which was more open and thus allowed more personal freedom. The new personal freedom would spark new incentives and new ideas. Furthermore, perestroika and glasnost would attempt to restructure socialism to a new socialism capable of existing in the world economy. However, the two prog rams failed for perhaps two reasons. For one, Gorbachev’s glasnost policy led to an emergence of voices rejecting his plan. By instituting his policy of glasnost Gorbachev would free up many years of pent up political and personal emotions. The newfound voice of the people allowed them to stand up and criticize Gorbachev policies. Moreover, his reform revealed the problems and flaws with the Soviet system. Secondly, with regards to perestroika, Gorbachev failed to see the consequence of trying to mesh his new socialism with the rest of the world. According to the fundamentals of Socialism described by Marx, socialism was to oppose and challenge capitalism, not coexist with it. Therefore, the collapse of the Soviet Union can be attributed to glasnost and the economic inefficiencies that went along with Gorbachev’s attempt to ...

International Law - UN, NATO Essay Example | Topics and Well Written Essays - 3000 words

International Law - UN, NATO - Essay Example Twice in the annals of world history has there been marked deterioration in peace resulting in large scale usage of force to kill people and destroy nations that took centuries to build. The positive outcome of these two wars is in the form of United Nations to debunk any attempt by any of the nations to go to war. The history of peace can possibly look at to have started with the Peace of Westphalia in 1658 and the Treaty of Pyrenees in 1659 (Jackson RH & Owens P, 2005, p53). These treaties gain significance because of the recognition they gave to the nation states and their existence. Much of the work done during this phase of the long wars, brought about the thinking that resulted in the formation of League of Nations at the end of the First World War. With the end of the First World War, there was a wide spread thought of bringing lasting peace to the world. In line with Paris Peace Conference of 1919, the League of Nations was born (George Gill, 1996). But that was not to be. However, the formation and the failure of the League was a lesson in the formation of the United Nations later on after the Second World War. The thought process, as George Gill (1996) points out, was also influenced by the Kellogg-Briand Pact of 1928. In this precursor of a pact, sixty two countries signed for not u sing war for cases that can be resolved by using diplomacy. In the early days of the United Nations with countries existing mostly under the two separate units, more as a bipolar world, the rules were made to contain either of them. With NATO and the Warsaw Pact countries raging a cold war that sent them up into a spiral of weapons race and tall claims of technological marvels the UN was a table to bring both the groups together (Bruno Simma, 1995). The significance of every one of the Articles in the UN Charter should be examined under this purview. It should also be noted that with the rapid change in the political climate of the world and the world moving from the bipolar to a unilateral structure, many of these Articles could lose their sheen. The Articles of the UN charter (Charter of the United Nations, 2007) that is of interest in the current context are the following: Article 2(4):- [a]ll Members [of the UN] shall refrain in their international relations from the threat or use of force against the territorial integrity or political independence of any state, or in any other manner inconsistent with the Purposes of the United Nations. While this article provides for the complete ban on the use of force, there are specific exceptions that the UN Charter allows (Bruno Simma, 1995). These are essentially in the form two Articles that provide for these instances of exception. Article 51:- Nothing in the present Charter shall impair the inherent right of individual or collective self-defense if an armed attack occurs against a Member of the United Nations, until the Security Council

Global business Essay Example | Topics and Well Written Essays - 2500 words

Global business - Essay Example But the issue is: Is it good strategic planning to use the per capita income and consumption data vis-a-vis population size as a basis of forecasting the size of a countrys market? This paper attempts to explore this proposition and to determine whether indeed it is or whether there are other better approaches that can help the international marketer make better decisions in entering a foreign market. Per capita income is derived from the concept of gross domestic product, which is the standard measure of an economys total output (Baumol and Blinder 2001). But such output only make sense if producers can sell them; therefore the concept of aggregate demand is relevant. Aggregate demand is the total amount that all consumers, business firms, government agencies, and foreigners wish to spend on all of a countrys goods and services. It also depends on consumer incomes, government decisions, and events or developments abroad. Aggregate demand can be broken down into the following: b. Investment spending. This is the total amount that firms expend on physical assets such as land, factories, machinery and equipment, and inventories. . These assets add to productive capacity, leading to additional demand for goods and services. By adding up all these components, we are able to obtain the aggregate demand and we can summarize it as the sum of all consumption, investment, government purchases, and net balance of exports and imports. Sommers (1993) and other economists take the view that the total output of an economic system is exactly equal to the total demand in the system, and that the GDP can also be referred to as gross domestic expenditure. From this aggregate is derived the concept of national income - which is the total income of all individuals in the economy. It is defined as the sum of the incomes that individuals in the economy earn in the form of wages, interest, rents, and profits. It

A firm analyzed by principles of microeconomics Research Paper

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Bread Givers by Anzia Yezierska Essay Example | Topics and Well Written Essays - 750 words

Bread Givers by Anzia Yezierska - Essay Example Flint is a slaveholder and owns Linda who is a black slave on his plantation. Dr. Flint is the tormenter and burden in Linda's life for all of her early years. Linda and Sara live under the ruling of these men until neither can take it any longer. Both girls eventually escape, through many struggles, to start their own life and leave their past behind. Reb Smolinsky and Dr. Flint closely relate when it comes to the topic of work and attitude. Both put their underlings to work while they do what they want with their sufficient free time. Reb Smolinsky does not work but instead lives his life studying the Torah and memorizing every aspect of it while his daughters work full time and bring home all of their wages to him, keeping nothing for themselves. His wife waits on him hand and foot while he gets the first choice for every meal set on the table. At one point in the story when they came into some money, Sarah mentions, "Now all of us had meat for the Sabbath- not only father. And sometimes Mother had a half chicken for Father" (Yezierska 29). This shows that the father almost always had either a larger portion of meat or the only portion, never feeling bad for the rest of the family. When they moved to America, Reb made his wife and children carry his Holy books "instead of taking along feather beds, and the samovar, and the bras s pots and pans like other people"(Yezierska 8). He only thought of himself and what he wanted for his daughters and wife. Reb Smolinsky's cold, selfish attitude and undesirable personality can also be seen in Dr. Flint. Dr. Flint also had his slaves waiting on him hand and foot while he got to eat whatever he wanted and tells them to do whatever it was he wanted them to do. He realizes the extent of his authority and uses it constantly as to remind Linda of the absence of her freedom and the extent of his tyranny. At one point, Dr. Flint says to Linda, "Never look to me for help. You are my slave, and shall always be my slave. I will never sell you, that you may depend upon." (Jacobs 60). Here he is making his authority and her inferiority clear to put her hopes down and raise his pride up. Even though Reb Smolinsky and Dr. Flint have similar ways of treating Sara and Linda, the basis of their treatments have different sources. Dr. Flint does not study readings of the Torah or of any religion for that matter. He seems to be against it in some ways and does not attend church regularly until a certain point in the novel. His dictatorship is based upon the fact that Linda is a slave and he treats her so. He constantly reminds Linda that she is not free and never will be unless he is present in her life. Reb Smolinsky does base all of his rules around his religion and nothing else. He tries to make Sara and his entire family live their lives under the ruling of the Holy Torah. His strict attitude is always reflected by the Torah's dictations. Although both men have similar harsh attitudes and rules for their underlings, there are also many differences between these. The Holy Torah consists of standards which are considered "right" by Reb Smolinsky and he believes that one m ust live this way in order to obtain a place in Heaven. He constantly dictates Sara and the rest of the family by quoting the Holy Torah and reminding them that this is the right way to live and they must abide by it. Dr. Flint is not so concerned with obtaining a place in Heaven or

The analysis of thymine and its derivatives by electron-ionisation and Essay

The analysis of thymine and its derivatives by electron-ionisation and chemical-ionisation mass spectrometry - Essay Example Aromaticity of Thymine is due to the alignment of conjugated double bond and empty orbital of Nitrogens in the ring. Resonance also plays part in stabilizing the molecule. Thymine exists in different tautomeric form but the lactam form is the most stable and the form present in DNA structure. Thymine has the structure of an aromatic heterocyclic ring with two carbonyl attached to 2nd and 4th Carbon. A methyl group is attached to 5th Carbon. The first and third position of the ring is a Nitrogen atom. Both Nitrogen has unoccupied orbital that participates in stabilizing aromatic property of the molecule. Coupling of Thymine and 2-Deoxyribose creates the nucleoside Deoxythymidine which is commonly called Thymidine. One common mutations found in DNA are two adjacent pyrimidine bases commonly Thymidine that upon irradiation with UV-light will cause mutagenesis and therefore inhibits the process of translation. Thymine Thymidine Mass Spectrometry A mass spectrometer produces a spectrum of masses based on the structure of a molecule. The mass spectrum is not a spectrum with respect to electromagnetic radiation, as in the case or IR and NMR. Instead, it is a spectrum of plot of distribution of ion masses corresponding to the formula weight of the molecule, fragments derive from the molecule, or both. For the past years, advances in technology leads to well developed and precise mass spectrometric technique primarily used for structure determination and quantitative work. Mass spectrometers for structure elucidation can be classified according to the method of separating the charged particles. Most common methods are Magnetic Field Deflection, Quadrupole mass Spectrometry, Time of Flight, Ion-Cyclotron resonance and MS/MS (Tandem Mass spectrometry). The general procedure for a mass spectral analysis comes in subsequent steps. Feedingof sample in the Mass Spectrometer and undergoes vaporization. Vaporization is required if the starting substance is in liquid form. In mo st cases, this comes from an HPLC unit. GC-MS has been widely renowned for its convenience and accuracy. Components are then ionized using variety of techniques. This step is the determining factor for which kind of substance the mass spectrometer can effectively analyze. Biological sample are often ionized using Electron impact, Chemical ionization and the most recent Electron Spray Ionization. Contact with ions creates charge to various species of the sample. They are then separated according to their mass to charge ratio in a mass analyzer. The ions are detected by a transducer and then reported as spectral lines in mass spectra. Mass Spectral Analysis of Thymine Mass Spectra using Electron Ionization technique for Thymine has Molecular Ion peak at 126 m/z at almost 100% abundance. The intensity of the molecular ion peak depends on the stability of the molecular ion. Thymine is an Aromatic molecule so has the greatest stability of the molecular ion. M+1 ion is also evident as con sequence of using Electron Ionization technique in ionization step. Lower m/z lines were due to fragments of Thymine. Mass Spectroscopic Analysis of Thymidine Derivatives Oxidation of Thymine in DNA Changes in DNA structure such as oxidations in DNA bases pose a major role in mutagenic initiation and degenerative diseases. Peroxyl radicals (ROO) has been found to cause must of the oxidations in the body. The

Public vs private management Research Paper Example | Topics and Well Written Essays - 500 words

Public vs private management - Research Paper Example The first difference is on the ownership of the organization where the public sectors are run and financed by the government, and the private sector is operated and owned by the corporation or the private owners. In the public sector, all employees including the managers work for the governments while the employees in the private sector work for the organization (Dresang, 2009). The other difference between the two sectors is that public sectors are established by law. This fact discourages managers from changing the laws depending on the changing conditions. On the other hand, directors in a private sector can change the objective when necessary. The output of a private sector can be valued by the paying customers. This is easily captured on the organization’s objectives, missions and decision criteria. However, it may not be easy for the market forces to dictate the gains of a public sector entity (Mgbeke, 2009). Therefore, private sectors have the responsibility to generate satisfactory returns on their investment and private investors get more motivation to put more investments. Contrary to this, public sectors still have the assumption that their capital is free, and the need to gain massive profits are ignored (Dresang, 2009). Skills One skill a public manager should develop is the ability to communicate with the public. The communication with the pubic and other outsiders is a paramount and effective skill for the public manager.

Bread Givers by Anzia Yezierska Essay Example | Topics and Well Written Essays - 750 words

Bread Givers by Anzia Yezierska - Essay Example Flint is a slaveholder and owns Linda who is a black slave on his plantation. Dr. Flint is the tormenter and burden in Linda's life for all of her early years. Linda and Sara live under the ruling of these men until neither can take it any longer. Both girls eventually escape, through many struggles, to start their own life and leave their past behind. Reb Smolinsky and Dr. Flint closely relate when it comes to the topic of work and attitude. Both put their underlings to work while they do what they want with their sufficient free time. Reb Smolinsky does not work but instead lives his life studying the Torah and memorizing every aspect of it while his daughters work full time and bring home all of their wages to him, keeping nothing for themselves. His wife waits on him hand and foot while he gets the first choice for every meal set on the table. At one point in the story when they came into some money, Sarah mentions, "Now all of us had meat for the Sabbath- not only father. And sometimes Mother had a half chicken for Father" (Yezierska 29). This shows that the father almost always had either a larger portion of meat or the only portion, never feeling bad for the rest of the family. When they moved to America, Reb made his wife and children carry his Holy books "instead of taking along feather beds, and the samovar, and the bras s pots and pans like other people"(Yezierska 8). He only thought of himself and what he wanted for his daughters and wife. Reb Smolinsky's cold, selfish attitude and undesirable personality can also be seen in Dr. Flint. Dr. Flint also had his slaves waiting on him hand and foot while he got to eat whatever he wanted and tells them to do whatever it was he wanted them to do. He realizes the extent of his authority and uses it constantly as to remind Linda of the absence of her freedom and the extent of his tyranny. At one point, Dr. Flint says to Linda, "Never look to me for help. You are my slave, and shall always be my slave. I will never sell you, that you may depend upon." (Jacobs 60). Here he is making his authority and her inferiority clear to put her hopes down and raise his pride up. Even though Reb Smolinsky and Dr. Flint have similar ways of treating Sara and Linda, the basis of their treatments have different sources. Dr. Flint does not study readings of the Torah or of any religion for that matter. He seems to be against it in some ways and does not attend church regularly until a certain point in the novel. His dictatorship is based upon the fact that Linda is a slave and he treats her so. He constantly reminds Linda that she is not free and never will be unless he is present in her life. Reb Smolinsky does base all of his rules around his religion and nothing else. He tries to make Sara and his entire family live their lives under the ruling of the Holy Torah. His strict attitude is always reflected by the Torah's dictations. Although both men have similar harsh attitudes and rules for their underlings, there are also many differences between these. The Holy Torah consists of standards which are considered "right" by Reb Smolinsky and he believes that one m ust live this way in order to obtain a place in Heaven. He constantly dictates Sara and the rest of the family by quoting the Holy Torah and reminding them that this is the right way to live and they must abide by it. Dr. Flint is not so concerned with obtaining a place in Heaven or

Public vs private management Research Paper Example | Topics and Well Written Essays - 500 words

Public vs private management - Research Paper Example The first difference is on the ownership of the organization where the public sectors are run and financed by the government, and the private sector is operated and owned by the corporation or the private owners. In the public sector, all employees including the managers work for the governments while the employees in the private sector work for the organization (Dresang, 2009). The other difference between the two sectors is that public sectors are established by law. This fact discourages managers from changing the laws depending on the changing conditions. On the other hand, directors in a private sector can change the objective when necessary. The output of a private sector can be valued by the paying customers. This is easily captured on the organization’s objectives, missions and decision criteria. However, it may not be easy for the market forces to dictate the gains of a public sector entity (Mgbeke, 2009). Therefore, private sectors have the responsibility to generate satisfactory returns on their investment and private investors get more motivation to put more investments. Contrary to this, public sectors still have the assumption that their capital is free, and the need to gain massive profits are ignored (Dresang, 2009). Skills One skill a public manager should develop is the ability to communicate with the public. The communication with the pubic and other outsiders is a paramount and effective skill for the public manager.

Mussoliniss Foreign Policy Essay Example for Free

Mussoliniss Foreign Policy Essay How consistent was Italian foreign policy between 1922 and 1943? Mussolinis main aim through foreign policy was to exalt Italys pride, which was seen severely deteriorated after the First World War. By the statement My objective is simple. I want to make Italy great, respected and feared Mussolinis objectives are clearly can be clearly deduced. However, historians still disagree over Mussolinis conduct of foreign affairs, in the years between his assumption of the premiership and the conquest of Ethiopia in 1935-6. Some support the view, once he acquired strong dominance on the communists, that the imperialism of 1930s was the unplanned response to domestic problems of a dictator whose main concerns where the internal consolidation of his regime. More recently, however, the balance of opinion has tended towards the belief in the underlying consistency of Mussolinis foreign policy. Mussolinis foreign policy operates along fairly well-worn paths, and his main areas of interest remained the Mediterranean, Africa and the Balkans Mussolinis foreign policy operates along fairly well-worn paths, and his main areas of interest remained the Mediterranean, Africa and the Balkans. As these two aims were, to some extent achieved during the 1920s, Iitalian foreign policy became increasingly expansionist in the 1930s, aiming not only to control the Mediterranean but as well, the African Empire. In the course of 1922-3 the weakness of Italys position became all too clear to Mussolini. He first failed to gain any substantial concessions in Africa or in the middle East from Britain and France when, at the Lausane, the negotiated a new peaceful treaty with Mustapha Kemal after his successful resistance would avoid the Treaty of Sevrà ¯Ã‚ ¿Ã‚ ½s to be applied on Turkey. Secondly, he was also unsuccessful in exploiting in the interests of Italy the international crisis caused by the French occupation of the Ruhr in January 1923. Mussolini changed his role from mediator between France and Britain, who opposed the occupation, to opponent of at one point of a potentially anti-British building bloc, composed of the main Continental States. He was mistrusted by both, London and Paris and was set aside from the European stage. The incident in Corfu, in 1923 gave Mussolini the reputation of being a dangerous firebrand. In 1923 Mussolini seized the chance to occupy Corfu, a strategically important island guarding the Southern entrance into the Adriatic, given that the Greek government seemed to refuse to pay the 50 million lira compensation they asked for the assassination of an Italian general and his staff, who were mapping out for an international inter-allied Commission the new Greek- Albanian frontier on Greek territory. Mussolini not only rejected the Leagues intervention but began to build a military base in the island. The incident was celebrated as a great success for Mussolini however, in reality it was a diplomatic defeat for Mussolini, since he had been forced to leave Corfu by Anglo-French pressure. However, Mussolini felt obliged into adopting a more conventional foreign policy. Mussolini could not run the risk of isolating Italy from the rest of Europe, therefore seeked for to establishing closer relationships with Britain and France. Mussolini, in order to maintain an independent state, cultivated the friendship of Austria and Hungary and in 1930 a similar treaty with similar treaty with Austria. Relations with Austria became ever closer after Hitler came to power in Germany after Hitler came to power in Germany and Mussolini provided the arms and money for the Austrian chancellors private army. In 1924 the Pact of Rome was signed with Yugoslavia, by which Italy received the long-disputed town of Fiume, though a part of it, Susak, went to Yugoslavia, along with port Barros. Two treaties with Alabania were signed in 1926 and 1927, firmly established Italian influence in Albania. This marked the first stage in Mussolinis efforts to establish Italy in the Balkans where Czechoslovakia, Roumania and Yugoslavia were tied to France, Italys like enemy, ver closely. During the 1920 Mussolini realised that he needed the friendship of France and Britain in view that he could not yet attempt to have the Versailles treaty revised in his favour. He went to Locarno thus in 1925 he went to Locarno and signed the treaties which guaranteed the frontiers between France and Germany, as well as the ones between Belgium and Germany, and in 1928 he signed. In particular, he drew closer to Britain, and though he privately resolved to end British power in the Mediterranean, he saw her as a possible friend in any future conflict. The frontier between Libya and Egypt was reached through an agreement, and there was a possibility of British aid for the railway building in East Africa. During the 1920 therefore, Italy remained a member of the League of Nations and acted as good citizen of Europe. Mussolinis foreign policy therefore followed a peaceful path. However, the peaceful pattern which Mussolinis foreign policy followed during the 20s was to be changed suddenly in the 30s, and thus also the slight consistency it had been following so far. This was mainly caused by Hitlers advent to power, what obviously altered things considerably. Mussolini saw the potential of a German alliance against Britain and France to revise the 1919 settlement; on the other hand he took care of having Germany too close. In April 1933 Goering and Papen visited Rome, however, all what Mussolini could achieve was German agreement to the Four Power Pact (between Italy, Germany, France and Britain) to keep peace in Europe, thus replacing the League. It was even signed actually by Germany and Italy (on 15 July 1933). A crucial meeting with Hitler took place in his visit to Venice in 1934. The meeting went bad unfortunately, since Mussolini refused to have an interpreter despite his German being very poor, so the meeting meant little to either. Things became worsened by the crisis following the death of Dollfuss a month later, so that Mussolini was far from being an ally of Hitler in 1934-5. Mussolini even attended the Stressa conference in April 1935, which was called by France, and in which it had to be considered what action to take in order to guarantee the independence of Austria. Italy joined to the declarations and protests, partly in genuine hostility to Germany, but mainly to avoid British and French hostility. In the 1920s the Italian empire was hardly promising. In Lybia, which was the territorially the heart of the Empire , but only some 2000 Italians had settled there and by 1930 it was costing over 500 million lire per annum, compared with 107 million in 1921. There were two smaller Italian colonies which looked more promising, for they bordered on to Ethiopia (Abyssinia), one of the few remaining independent kingdoms of Africa. Italy therefore took special interest in Abyssinia, sponsoring her membership on the League in 1923 and signing a treaty of friendship in 1928. However, in view that Haile Selassie (the ruler) did not intend to allow his country to be dominated by a modern power (signature of a treaty with Japan in 1930) Mussolini considered the possibility of war to force Abyssinia under Italian control. The clue incident which brought war about was the Ual Ual incident, in which the Italians claimed the right to use this oasis, which was located in the border of Abyssinia and Italian Somaliland, which was marked in the maps as being part of Abyssinia. Italians in Ual Ual were therefore murdered in the oasis in December 1934. Mussolini demanded an apology as well as compensation from Abyssinia, while the Abyssians claimed investigation from the League of Nations, and were pleased in May 1935. Mussolini made preparations for his attack, by either building up forces and sounding out the attitude of Britain and France. In June, Enden, on behalf of the British government offered the Abyssinians a corridor to the sea through British Somaliland if they gave Mussolini part of Ogaden, offer however rejected by Mussolini. In the summer Italian troops under generals de Bono and Graziani arrived at Eritrea. Mussolini continued to make noises about his intentions, feeling disastified by the League resolutions in which it established that neither part was to be blamed by the Ual Ual incident. Italians brought war about provided that the meeting the held with British and French, in which Italy was offered the opportunity to develop Abyssinia provided that the Abyssinians agreed, did not satisfied Mussolini, since he foreshadow that it would be unlikely to obtain such agreement. The conquest of Abyssinia was regarded as a major triumph in Italy, ranking alongside the Concordat of 1929. Mussolini had said the Italian character has to be formed through fighting, and he stuck at this idea definitely between the 30 and until the 40s, completely contrasting the peaceful means through which Mussolini had been able to achieve good foreign relationships, by the 1920s. When the Spanish civil war broke out Mussolini supported immediately Franco and the Nationalists by providing them with men and equipment, on the grounds that he could not allow a communist government to be formed in the Mediterranean. It deepened the rift between Italy and Britain and France, and aligned Mussolini more firmly with Germany. In 1936, exalting the new closeness between Italian-German relationships, the October Protocols were signed. Italy conceded German predominance in Austria, while Germany recognised the Italian empire in East Africa. Both governments agreed on the danger of Communism and the need to keep a careful watch on alleged British plans for encirclement. There was also to be close co-operation between the two powers in Spain. The axis however was not a formal treaty and Mussolini was by no means committed to German alliance. Mussolini, on his visit to Berlin in September 1937, seemed more convinced than ever that Nazism was an invincible force in Europe and Italy had no choice but to ally herself with it. He thus distanced himself further from Britain and France, and joined with Japan and Germany in the Anti-Comitern pact on November. In 1938 Italys weakness was underlined by the fact that neither Shuschnigg nor Hitler bothered to contact Rome, when the Anshluss was signed. Mussolini also was powerless to back Schuschnigg in his attempt to renounce the ultimatum for the Anshluss. . Mussolini was to pay the price for his break with Britain and France in 1935. Mussolini therefore decided to retake Italys traditional policy of equidistance between the Western powers and Berlin. By the Munich agreement Musolini could effectively stop Hitler plunging Europe into war before he judged Italy to be ready for it. It was a considerable diplomatic succes for Musolini and was praised as the man who saved the world. However, Italys policy of equidistance did not last for long. Since Mussolini decided a full military alliance with Germany, since he considered than a German alliance was intended to be more an instrument of diplomatic pressure than a prelude to war. Mussolinis Foreign policy was therefore inconsistent in the sense that Mussolini not only switched his ideas rather frequently (aiming first to align with the Four powers, and then switching to establish closer relations with Germany, and at the end again with Britain and France), but as well in terms of its degree of aggressiveness, since through the 1920s Mussolinis foreign policy can be said to had been quite peaceful (foreign affairs were mainly solved through Treaties and Agreements), switching in the 1930s to a more aggressive foreign policy with the advent of Hitler. Between the 1930s and 1940s he used war mongering (e.g. The Spanish Civil War, the Abyssinian incident, and the Corfu incident).

Self Efficacy And The Social Cognitive Theory Education Essay

Self Efficacy And The Social Cognitive Theory Education Essay This chapter is divided into four parts. The first part initially discusses the construct of self-efficacy in the social cognitive theory. Then, definitions and properties of self-efficacy, characteristics of high and low self-efficacious individuals, the sources of self-efficacy and the difference between this construct and other similar constructs are discussed. Moreover, the last section of the first part is devoted to the role of self-efficacy in second/foreign language achievement and proficiency in general and in specific skills. The second part is devoted to the definitions of language learning strategies and their classifications. Moreover, the role of language learning strategies in second/foreign language proficiency and achievement and the relationship between language learning strategies and self-efficacy are discussed in this part, too. The third part is devoted to the construct of anxiety in general and foreign language anxiety in particular. In this part, definitions a nd classifications of anxiety, the role of anxiety in second/foreign language achievement and proficiency and the relationship between foreign language anxiety and self-efficacy are discussed. The last part discusses the concept of listening comprehension and how it is related to the three constructs of self-efficacy, language learning strategies, and foreign language anxiety. 2.1 Self-efficacy and the social cognitive theory To understand the concept of self-efficacy better, one must consider the theoretical framework of social cognitive theory. Bandura (1986, 1997) considers the social cognitive theory as a theory of human functioning. Based on this theory, human functioning can be explained through the operation of three factors that interact with each other. One factor is what Chomsky refers to as cognition, and Bandura in the social cognitive theory refers to as personal factors. Another factor is what Skinner referred to as environment and the third factor is what Bandura refers to as behavior. Bandura (1986) believed in the concept of triadic reciprocality in the social cognitive theory. This refers to the interaction among personal, behavioral and environmental factors. Moreover, an individuals behavior is determined by the interaction of the above mentioned factors. In this theory, individuals are considered as proactive, self-regulating, self-organizing and self-reflecting rather than reactive o nes and controlled by biological or environmental forces. Based on the social cognitive theory, individuals have a system of self-belief or a self-system that enables them to control their actions, feelings, thoughts, and motivation (Bandura, 1986; Pajares, 1997). This self-system makes it possible for individuals to make choices, choose their courses of actions, self-examine the adequacy of their behavior, interpret the outcomes, develop beliefs about their capabilities, and store this information to be used as a guide for future behavior (Bandura, 1986). Bandura (1997) considered the practice of self-reflection as the most influential mediator of human functioning and among the most arbiters of self-reflection are perceptions of self-efficacy. 2.1.1 Self-efficacy and its definitions Bandura (1986) considers self-efficacy as the main feature in the social cognitive theory. Based on the social cognitive theory, self-efficacy is the primary determinant of an individuals motivation to act. Bandura (1986) defines self-efficacy as peoples judgment of their capabilities to organize and execute courses of action required to attain designated types of performances. It is not concerned with the skills one has but with the judgment of what can one do with whatever skills one possesses (p. 391). Besides Bandura, many researchers have provided different definitions of self-efficacy but most of them are based on Banduras definition. Delcourt and Kinzie (1993) stated that self-efficacy reflects an individuals confidence in his or her ability to perform the behavior required to produce specific outcomes (p. 36). Huang and Shanmao (1996) defined self-efficacy expectations as the beliefs about ones ability to perform a given task or behavior successfully (p. 3). Schunk (2001) considers self-efficacy as beliefs about ones capabilities to learn or perform behaviors at designated levels (p. 126). Moreover; Baron and Byrne (2004) identified three kinds of self-efficacy: Social self-efficacy, self-regulatory self-efficacy and academic self-efficacy. They considered social self-efficacy as the ability to maintain relationships, engage in social activities, and become assertive. They referred to the self-regulatory self-efficacy as the ability to be curious, think carefully, and avoid hi gh-risk activities. Finally, they considered academic self-efficacy as the ability to take part in learning activities, regulate the learning activities and meet expectations. 2.1.2 Self-efficacy and its properties Self-efficacy beliefs are not dependent on ones abilities but instead on what one believes may be accomplished with ones personal skills. Moreover, Bandura (1997) believed that there is a major difference between possessing skills and being able to use them in different situations. And that is why, different people with similar skills or the same person on different occasions may perform differently. Bandura (1997) mentioned that self-efficacy beliefs are distinguished from the skills one possesses, although they may be influenced by the acquisition of skills. That is why he assumed that self-efficacy beliefs are often better predictors of success than prior accomplishments, skills, or knowledge. For example, in educational settings, students self-efficacy mediates between the several determinants of competence (e.g., skills, knowledge, ability, or previous achievements) and their subsequent performances (Bandura, 2006; Schunk Pajares, 2001). Bandura (1997) mentioned that optimistic efficacy beliefs maintain and enhance motivation, and boost performance. Optimistic self-efficacy beliefs are instrumental to the successful completion of challenging tasks. These beliefs may increase effort and persistence and promote accomplishment in challenging circumstances. In academic settings, these beliefs seem to be necessary for attempting novel tasks or for learning new materials. He also stated that innovativeness requires an unshakable sense of efficacy to persist in creative endeavors when they demand prolonged investment of time and effort (Bandura, 1997, p. 239). Self-efficacy is not a fixed ability that individuals have or dont have in their repertoire of behaviors. But it is a generative capability in which cognitive, social, emotional and behavioral sub-skills must be organized and effectively orchestrated to serve innumerable purposes (Bandura, 1997, p.36). Bandura (1997) believed that the sense of self-efficacy influences individuals motivations, the goal they set, the effort they expend to achieve their goals and their willingness to persist in the face of difficulties and failures. For example, in an educational setting, students who have the sense of self-efficacy in their academic skills expect high marks on exams and expect the quality of their work to gain benefits for them. Another feature of self-efficacy is that it is task and domain specific. In other words, it refers to specific judgment of a specific situation and it is not a context-free disposition. A high sense of efficacy in one domain does not necessarily mean high sense of self-efficacy in another domain. And this is why measures of self-efficacy must determine the domains of action. In educational settings, self-efficacy beliefs are more specific and situational judgments of capabilities (Bandura, Barbaranelli, Caprara, Pastorelli, 1996; Bong, 2006; Pajares, 1997). In academic settings, according to Bandura (1986), self-efficacy refers to judgment of confidence to perform academic tasks or succeed in academic activities. Self-efficacy beliefs are also hypothesized to mediate the influence of other determinants of academic outcomes such as skills or past performance on subsequent actions. Efficacy beliefs also act in concert with other common mechanisms of personal agency such as self-concept beliefs, anxiety, and self-regulatory practices in influencing and predicting academic outcomes. Also, Bandura (1997) mentioned that in such settings self-efficacy affects students aspirations, their level of interest in academic work and accomplishments and how well they prepare themselves for future careers. He identified two types of efficacy in such settings: One refers to achievement in specific subject area such as language or science and the second refers to self-regulated learning and the extent to which an individual feels successful on tasks that generalize across academic domains. 2.1.3 High and low sense of self-efficacy Bandura (1997) stated that people usually tend to become involved in and perform activities that they judge themselves capable of managing, but they tend to avoid those situations that are threatening and they believe exceed their skills and abilities. In an educational setting, a learner is more likely to exert effort to engage in an assigned learning task when he or she sees him/herself capable of accomplishing it. When facing with difficult situations, those who have a stronger sense of self-efficacy tend to make greater efforts to deal with challenges. But those who have a lower sense of efficacy are likely to avoid engaging in a difficult task or even not try hard enough to accomplish the task. Avoiding difficult tasks leads to lower success and this, in itself, leads to even lower sense of self-efficacy. Based on the researches done in the area of self-efficacy, there are major differences between those with high and low sense of self-efficacy. High self-efficacious people exert more attention, effort and persistence in the case of difficulties than people with lower sense of self-efficacy. Those with high sense of efficacy work harder than their low self-efficacy peers. When those with low sense of self-efficacy fail, they often put the blame for their failure on everything except their own shortcoming. High self-efficacious people set more challenging goals for themselves than low self-efficacious ones. People with high sense of self-efficacy outperform those with low sense of self-efficacy and they employ more strategies to accomplish their goals (Bandura Locke, 2003; Latham, 2004; Locke Latham, 1990). Pajares (2006) reported that students with high sense of self-efficacy, regardless of previous successes or abilities, persist in the face of adversity. Moreover, these students are more optimistic and have lower stress levels and achieve more. Pajares and Schunk (2001) stated that the higher the sense of efficacy, the more energy and effort are used to keep trying tasks or situations that may be more difficult and challenging in nature. They believed that in educational settings, a self-efficacious student takes academic risks, sets goals for him/herself, compares him/herself to other peers, maintains routines, and keeps track of what works well and what doesnt regarding academic and social progress. A self-efficacious person may not have the highest grades in the class, but he/sh e believes in his or her own abilities to accomplish tasks, to find the right answer, to meet goals and often to surpass other peers. Schunk (1983) stated that a heightened sense of efficacy sustains task involvement and results in greater achievement and lower perceptions of efficacy lead to less persistence and lower achievement. Regarding the difference between high and low sense of self-efficacy, Bandura (1997) stated that self-efficacy beliefs influence individuals pursued courses of action, effort expended in given endeavors, persistence in the confrontation of obstacles, and resilience to adversity. Self-efficacious individuals will, therefore, approach challenges with the intention and anticipation of mastery, intensifying their efforts and persistence accordingly. These individuals rapidly recover their lowered sense of self-efficacy after enduring failure or difficulty, and attribute failure to insufficient effort or deficient knowledge. Students with a high level of self-efficacy perceive tough tasks as challenges. They also have higher motivation to conquer the difficulties and more confidence to accomplish demanding tasks. On the contrary, students with low sense of self-efficacy regard things as harder than they really are; they do not perceive their efforts can lead to better results, so they hav e less motivation to devote time to demanding tasks. He also stated that self-efficacy is a factor that can differentiate successful learners from unsuccessful ones. Eggen and Kauchak (2004) mentioned that students who have high self-efficacy are more willing to accept a challenging task, work harder, have a calmer disposition despite experiencing failure in the beginning, practice effective learning strategies, and generally generate better performance than students who have low self-efficacy, even if they have the same ability and skill. Finally, Bandura (1997) describes the feature of self-efficacious learners as follow: self-efficacious learners feel confident about solving a problem because they have developed an approach to problem solving that has worked in the past. They attribute their success mainly to their own efforts and strategies, believe that their own abilities will improve as they learn more, and recognize that errors are part of learning. Students with low self-efficacy believe that they have inherent low ability, choose less demanding tasks and do not try hard because they believe that any effort will reveal their own lack of ability (p. 3). 2.1.4 Self-efficacy and its sources People get their self-efficacy information from four different sources: Mastery experiences, vicarious (observational) experiences, verbal persuasions, and physiological reactions or states (Alderman, 2004; Bandura, 1997; Ormrod, 2003; Pajares, 2003; Pintrich Schunk, 2002; Zimmerman, 2001). The first source of self-efficacy is a mastery experience which is, according to Bandura (1997), the most influential source of efficacy information. Mastery experiences are prior performances that may be interpreted positively or negatively. Successful performances strengthen personal efficacy beliefs while failed performances undermine ones sense of self-efficacy. Successful performances lead to the anticipation of future success. Therefore, the information which is gathered from mastery experiences provides a reliable base from which one can evaluate self-efficacy and predict successful performance of future tasks. According to Palmer (2006), mastery experiences are the most powerful sources of creating a strong sense of efficacy because they provide students authentic evidence that they have the capability to succeed at the task. In educational settings or academic contexts, the previous success of a learner is the most influential source of self-efficacy beliefs. The second source of information for self-efficacy is vicarious experiences. It refers to the appraisal of ones own capabilities in relation to the accomplishment of peers. One can manage a task and foster the belief that he/she might possess similar capabilities by observing the success of comparable peers. Also, observation of the failure of a comparable peer can undermine an individuals perception of the ability to succeed. So, vicarious experience may affect efficacy positively or negatively. The third source of self-efficacy comes from verbal persuasion. It refers to the peoples judgments of others ability to accomplish a given task. Verbal persuasion is a weaker source of efficacy information in comparison to mastery or vicarious experiences. Verbal persuasion can be in the form of performance feedback or encouragement in overcoming obstacles. Positive verbal messages can lead to successful performances in future. On the other hand, negative persuasion can hinder the development of stronger sense of self-efficacy. The last source of self-efficacy information is physiological or emotional states of people such as stress, anxiety, or fatigue in judging their capabilities. Physiological and emotional states can lead both to an expectation for failure or enhancing beliefs for future success. According to Bandura (1997), high emotional arousal can undermine performance and people are more likely to expect success when they are not troubled by aversive arousal than when they are tense and emotionally agitated. Finally, it should be mentioned that self-efficacy beliefs do not come from a single source of the above mentioned information, but it is through the selection, integration and interpretation of information from these diverse sources that ones sense of self-efficacy is formed (Bandura, 1997). 2.1.5 Self-efficacy and similar constructs There are some constructs such as self-esteem, self-concept, and confidence that have fuzzy boundaries with self-efficacy or seem to constitute a conceptual overlap with it. The common feature of all these constructs is that they all refer to beliefs about perceived ability but what distinguishes self-efficacy from them is the idea that it refers to specific types of performance and explicit desired goals or results (Pajares, 1996). The main difference between self-esteem and self-efficacy is that self-esteem is a personal trait while self-efficacy is not. Self-esteem is a more emotional response to self while self-efficacy applies to specific fields of human behavior. Self-efficacy is the assessment of ones capabilities while self-esteem is the assessment of ones self-worth (Epstein Morling, 1995; Maddux, 1995). According to Zimmerman and Cleary (2006), self-esteem is an affective reaction indicating how a person feels about him or herself whereas self-efficacy involves cognitive judgments of personal capacity. They stated that self-esteem is not a predictor of academic performance while self-efficacy is. The main difference between confidence and self-efficacy is that self-efficacy is the belief in ones power to achieve certain levels of performances while confidence does not involve the persons power or ability to perform at a certain level (Epstein Morling, 1995). According to Pajares and Schunk (2001), an individuals self-concept involves evaluation of self-worth and it takes the cultural and social values into consideration. Self-concept has an indirect influence on performance while self-efficacy due to its task-specific nature can predict performance more easily than generalized measures of self-esteem, self-concept or anxiety (Zimmerman Cleary, 2006). Bong and Skaalvik (2003) argued that self-efficacy can be seen as providing a basis for the development of self-concept. Moreover, Pajares (2003) stated that writing self-efficacy is a significant predictor of achievement in writing while writing self-concept beliefs are not. 2.1.6 Self-efficacy and its role in achievement and proficiency Based on the properties of self-efficacy mentioned above, it seems that it plays a great role in determining individuals behavior in their daily lives and especially in educational and academic settings. In this part the role of self-efficacy in individuals achievement and proficiency will be elaborated and some major relevant studies will be reviewed. Some of these studies focus on the predictive power of self-efficacy in individuals achievement. Bandura (1986) assumed self-efficacy to be a much more consistent predictor of behavior than any other closely related variables. He mentioned that many students have difficulty not because they are incapable of performing successfully, but because they are incapable of believing that they can perform successfully, that they have learned to see themselves as incapable of handling academic skills(p. 390). Some researchers (e.g., Bandura, 1997; Pajares, 1997; Schunk, 1989; Zimmerman, 1995) assumed that self-efficacy, which is an individuals judgment about his or her abilities to perform a given task can be a better predictor of success than his/her actual abilities because they considered self-efficacy a critical determinant of behaviors. Some studies that have been done in the educational settings (e.g, Berry, 1987; Schunk, 1989) have shown that when learners have the same skills or they are at the same level of cognitive skill development, their performance can be different depending on their self-efficacy beliefs. That is why, Pajares (1997) stated that peoples prior accomplishments or actual abilities are not always good predictors of their subsequent success because the beliefs they hold about their abilities influence their subsequent behavior. But some researchers (e.g, Carmichael Taylor, 2005; Mills, 2004) warned that measuring self-efficacy in educational settings before the target skills are acquired cannot be considered as a good predictor of achievement. For example, in Mills (2004) study, self-efficacy was measured at the beginning of a semester when the participants had not acquired the required skills to perform the tasks. So, the result revealed that self-efficacy did not predict the final grade. According to Zimmerman and Kitsantas (2005), self-efficacy can better predict or explain subsequent performance when the students are familiar with the necessary skills to perform the task being measured. Schunk (1999) also warned that high self-efficacy beliefs will not produce competent performance if students lack necessary skills. For example, Chen (2003) found that the impact of students self-efficacy beliefs on their math performance was greater when they possessed underlying math skills. Multon, Brown, and Lent (1991) after doing a meta-analysis of self-efficacy research found a positive and significant relationship between self-efficacy beliefs and academic performance. Moreover, they indicated that self-efficacy was strongly related to student performance in a variety of subject matters. They reported that self-efficacy beliefs accounted for approximately 14% of the variance in students academic performance. Graham and Weiner (1996) found that self-efficacy beliefs more consistently predicted academic performance than other motivational constructs. Recently, several researchers (e.g, Maddux Gosselin, 2003; Skaalvik Bong, 2003) have shown that students academic self-efficacy is predictive of their study behavior as well as academic outcomes. Self-efficacy has consistently been shown to be positively associated with general academic achievement (e.g., Jackson, 2002; Lane Lane, 2001) and with performance in several specific domains, including math (Pajares Miller, 1995), and writing (Pajares, 2003; Pajares, Britner, Valiante, 2000). Some recent studies have found a consistent link between having a high sense of self-efficacy and achievement and the fact that efficacy beliefs are one of the most important predictors of motivation and performance (Bong, 2002; Pajares, 1996; Robbins, et al., 2004; Schunk Pajares, 2001). Also, Mills, et al. (2006) found that a stronger sense of self-efficacy leads to higher levels of achievement, greater willingness to face challenges and to exert effort. Many researchers indicated that self-efficacy has a stronger effect on academic performance than other motivational beliefs and it is found to have critical effects on various types of academic learning (Gibson, Randel, Earley, 2000; Linnenbrink Pintrich, 2002; Pintrich Schunk, 2002). Yazici, Seyis, and Altur (2011) found that self-efficacy beliefs are the most powerful predictors of academic achievements. Yang (2004) and Wong (2005) stated that students learning outcome is influenced by their perceived sense of self-efficacy. Moreover, Yang (2004) asserted that students learning attitudes, learning behaviors or even learning performances are affected by their sense of self-efficacy. Wong (2005) has shown that students performance can be facilitated by the enhancement of their sense of self-efficacy. Pajares (2002) mentioned that students academic self-efficacy influence their academic achievements in several ways. It influences the choices students make and the courses of action they pursue. In situations that students have free choices, they tend to engage in tasks about which they feel confident and avoid those in which they dont. It also helps to determine how much effort students will expend on an activity, how long they will persevere when facing obstacles and how resilient they will be in the face of adverse situations. Although considerable research has been done to study self-efficacy in educational and academic settings, most of these studies have been restricted to the domain of mathematical problem solving and languages other than English. For example, (Britner Pajares, 2001; Pajares Graham, 1999) found that perceived self-efficacy of the students mediate between their abilities and their academic performance in mathematics and science. Collins (1982) found that across ability levels, students whose self-efficacy is higher are more accurate in their mathematics computation and show greater persistence on difficult items than do students whose self-efficacy beliefs are low. Pajares and Graham (1999) aimed to determine whether mathematic self-efficacy makes an independent contribution to the prediction of mathematic performance when other motivational variables and previous achievements are controlled. They found that mathematic self-efficacy was the only motivational variable to predict mathem atic performance. Ayotola and Adedeji (2009) examined the relationship between mathematics self-efficacy and mathematics achievement. The result revealed that there was a strong positive relationship between mathematics self-efficacy and achievement in mathematics. The researchers concluded that self-efficacy beliefs are important components of motivation and of academic achievement. Jaafar and Ayub (2010) also found a positive relationship between mathematics self-efficacy and mathematics performance. In the case of languages other than English, McCollum (2003) found that the German language self-efficacy was a significant predictor of the semester final grade. In a similar study, Mills (2004) investigated the relationship between French self-efficacy in reading and listening and proficiency in reading and listening. The result of the analysis indicated that French reading self-efficacy was a predictor of French reading proficiency but French listening self-efficacy was not a predictor of proficiency in listening. Mills (2004) assumed that the failure of French listening self-efficacy to predict French listening proficiency may have been partly due to the fact that the critical task measure in the study-that is, listening proficiency test-possessed psychometric flaws. Recently many researchers have investigated the role of self-efficacy in foreign language settings and the role it plays in the achievement and proficiency in foreign languages specially English. Hsieh and Schallert (2008) examined the relationship between self-efficacy and attribution in a foreign language setting. In their study attribution referred to the explanations individuals give for their success or failure in a particular performance. The result indicated that despite failure in performing the given tasks, students reported the same level of self-efficacy as successful students when they attributed their failure to lack of effort. The researchers concluded that even when students reported having low self-efficacy, helping them view success and failure as an outcome that they can control may increase their expectancy for success and lead to successful experiences. Wang and Wu (2008) adopted the social cognitive model to investigate the role of self-efficacy on behavioral influences such as feedback behaviors and learning strategies and on environmental influences such as achievement. In the case of behavioral influences, the result indicated that self-efficacy was significantly related to students elaborated feedback behaviors and use of learning strategies. However, the results indicated that self-efficacy was not related to students academic performance. The researchers argued that this may be due to the domain specific nature of self-efficacy. They assumed that students who lack performance information or experience in the academic domain may form inaccurate estimation of self-efficacy and this may have been the reason why self-efficacy did not predict students achievement in this study. With regard to learning English, Huang and Shanmao (1996) found a relationship between self-efficacy of ESL students and their scores on the reading and writing sections of the TOEFL test. In a similar study, Templin (1999) divided the EFL participants into high and low self-efficacy groups and found a significant difference between the English proficiency of the two groups. 2.1.7 Self-efficacy and its role in achievement and proficiency in specific skills Some researchers studied the role of efficacy in specific skills of listening, speaking, reading and writing in English. Pajares (2003) in reviewing the predictive power of self-efficacy in writing found that writing self-efficacy makes an independent contribution to the prediction of writing outcomes and plays a meditational role that social cognitive theorists hypothesized. Moreover, he suggested that instruction in self-regulatory strategies such as goal setting, self-recording progress, revision strategies, and self-evaluating progress may increase both self-efficacy and writing skills. Shang (2010) investigated the impact of EFL self-efficacy in reading and reading proficiency. He found a correlation between EFL learners self-efficacy in reading and their reading proficiency. Recently, Sioson (2011) aimed to determine among the subscales of language learning strategies, beliefs about language learning and anxiety which one is the strongest predictor of performance in an academic speaking context. The result of multiple regression analysis revealed that only the motivation and expectation subscale of beliefs about language learning was the significant predictor of speaking performance. Woodrow (2011) indicated that self-efficacy is a powerful predictor of writing performance than anxiety. According to the finding of his study, highly self-efficacious students performed well in their English writing and showed desirable learning attributes such as exerting effort. Ghonsooly and Elahi (2010) found a positive relationship between the Iranian EFL learners self-efficacy in reading comprehension and their reading achievements. The researchers indicated that high self-efficacious learners performed better than low self-efficacious learners in reading achievements. They concluded that EFL learners self-efficacy is an important factor in the achievement of high scores in English language skills such as reading comprehension. Rahemi (2010) studied the self-efficacy of Iranian high school students. The result indicated that students majoring in humanities had a very weak English self-efficacy and held certain negative beliefs about their academic ability as EFL learners. Moreover, a strong correlation was found between their English achievement and sense of self-efficacy. Rahimi and Abedini (2009) explored the role of self-efficacy in listening comprehension of Iranian EFL learners and their listening comprehension test performance. According to the res ults of the study, there was a significant difference between high and low self-efficacious students in terms of listening comprehension. Moreover, self-efficacy in listening was significantly related to listening proficiency. In another study, Graham (2006) studied the role of efficacy in the development of listening skills and